Socio-emotional development in early childhood education: pedagogical strategies for comprehensive early childhood education

Abstract

Socio-emotional development in early childhood education constitutes a fundamental pillar for ensuring the holistic development of boys and girls during the early years, a stage in which affective, cognitive and social foundations are consolidated, significantly influencing their academic, personal and social performance throughout life. Educational institutions hold the responsibility of promoting pedagogical strategies that strengthen socio-emotional competencies, including the recognition and expression of emotions, self-regulation, empathy and social skills, which are essential for developing positive relationships and adapting to complex and changing social contexts. Despite growing evidence on the importance of these competencies, challenges persist related to the lack of systematised programmes, insufficient teacher preparation and limitations arising from family and social factors, all of which affect children’s holistic development. To address this need, the research adopts a systematic literature review approach, rigorously structuring the stages of search, selection, evaluation and analysis of national and international studies, supported by reference management tools and PRISMA diagrams to ensure traceability and methodological validity. The findings highlight that pedagogical strategies aimed at socio-emotional development generate meaningful learning experiences that enhance children’s well-being, motivation, cooperation and social integration from the earliest years, establishing themselves as an essential component of high-quality, holistic early childhood education.